The influence of professional burnout on teachers’ professional satisfaction: the case of Lithuania

Abstract

Teacher professional activity, its quality and work efficiency are conditioned by social changes and educational reforms. The major question guides this analysis – the focuses on the teachers’ professional burning that affect the vocational satisfaction. Analysis of scientific literature was selected for the theoretical explanation of the research problem as well as a quantitative research method was selected for the empirical research. The indicators on the questionnaire scales provided an opportunity to determine the links between Lithuanian teachers’ professional burnout and vocational satisfaction according to different structural stress dimensions. Statistical analyses were performed using IBM SPSS 23. Based on the results of theoretical and empirical research, the main factors influencing the interaction between occupational burnout and professional satisfaction were identified. The current survey has established the main factors affecting teachers’ professional burnout, the main of which is significantly reduced ability to work, productivity, separation from work and profession, loss of control and self-control at work. Teachers increase professional satisfaction by Seeking personal fulfilment and selfrealisation and wishing to contribute to social well-being.